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Implementation of an Adapted Version of the Zones of Regulation into Integrated Preschool Classrooms
Direct linkAmanda Budde – ProQuest LLC, 2024
There are five developmental areas: gross motor, fine motor, communication, adaptive behavior, and social-emotional. If social-emotional skills are delayed, all other developmental areas are negatively impacted. Preschool-aged students are incapable of kindergarten readiness if they have a delay in social-emotional development as it impacts their…
Descriptors: Preschool Education, Preschool Children, Child Development, Social Development
Peer reviewed
Download full textGerhardt, Peter F.; Bahry, Shanna; Driscoll, Natalie M.; Cauchi, Jessica; Mason, Brian K.; Deshpande, Madhura – International Electronic Journal of Elementary Education, 2023
A meaningful curriculum is one that is individualized, inclusive of the individual's unique needs and interests, and focused on building independence in current and future environments. A meaningful curriculum addresses an individual's needs and prioritizes instructional programs based on what is, potentially, most important to their lives and not…
Descriptors: Autism Spectrum Disorders, Curriculum, Skill Development, Intervention
Suhrheinrich, J.; Chan, J.; Melgarejo, M.; Reith, S.; Stahmer, A. – National Professional Development Center on Autism Spectrum Disorders, 2018
Pivotal response training (PRT) is an intervention that integrates principles of child development with those of applied behavior analysis (ABA). This means that facilitating a PRT interaction involves a simultaneous consideration of the learner with Autism Spectrum Disorder's (ASD's) developmental levels and progression, along with the…
Descriptors: Child Development, Applied Behavior Analysis, Autism, Pervasive Developmental Disorders
D'Agostino, Sophia R.; Dueñas, Ana D.; Plavnick, Joshua B. – Topics in Early Childhood Special Education, 2020
Children with autism spectrum disorder (ASD) are often delayed in acquiring social initiation skills utilized during common early childhood activities. A multiple probe design was utilized to assess the efficacy of a shared book reading intervention to increase the independent commenting of three young children with ASD. The intervention resulted…
Descriptors: Reading Aloud to Others, Autism, Pervasive Developmental Disorders, Early Intervention
Edwards, Nicole M. – Brookes Publishing Company, 2017
With expulsion rates three times higher in pre-K classrooms than in K-12 classrooms, behavior is one of the biggest and most pressing challenges faced by early childhood educators and providers. Find research-based guidance and strategies in this book, an essential resource for professionals working with children from birth to age 5. You will…
Descriptors: Preschool Children, Child Behavior, Child Development, Social Development
Sutherland, Kevin S.; Conroy, Maureen A.; Algina, James; Ladwig, Crystal; Jesse, Gabriel; Gyure, Maria – Grantee Submission, 2018
Research has consistently linked early problem behavior with later adjustment problems, including antisocial behavior, learning problems and risk for the development of emotional/behavioral disorders (EBDs). Researchers have focused upon developing effective intervention programs for young children who arrive in preschool exhibiting chronic…
Descriptors: Child Behavior, Behavior Problems, Teacher Student Relationship, Interaction
Gilpin, Ansley; Mennen, Ferol; Pakulak, Eric; Sommer, Teresa Eckrich; Dwyer, Kathleen M.; Cannon, Erin; Bell, Theodore; Boxmeyer, Caroline; Chase-Lansdale, P. Lindsay; Chor, Elise; DeCaro, Jason; Dela Cruz, Kenn Lacsamana; Giuliano, Ryan; Gomsrud, Melissa; Karns, Christina; Klein, Scott; Lochman, John; Longoria, Zayra; Molina, Abigail Palmer; Monro, William; Neville, Helen; O'Neil, Lauren; Reynolds, Mary Margaret; Sabol, Terri J.; Sclafani, Marisa; Tighe, Lauren A. – Administration for Children & Families, 2020
This brief introduces four research projects testing promising interventions funded under the Head Start University Partnerships (HSUP): Dual-Generation Approaches1 grant program. Two-generation approaches are typically designed to address problems associated with poverty by combining child-focused services with adult-focused services. Head Start…
Descriptors: Disadvantaged Youth, Preschool Education, Early Intervention, Childhood Needs
Van Craeyevelt, Sanne; Verschueren, Karine; Vancraeyveldt, Caroline; Wouters, Sofie; Colpin, Hilde – British Journal of Educational Psychology, 2017
Background: Social relationships can serve as important risk or protective factors for child development in general, and academic adjustment in particular. Aims: This study investigated the role of teacher-child interactions in academic adjustment among preschool boys at risk of externalizing behaviour, using a randomized controlled trial study…
Descriptors: Preschool Teachers, Preschool Children, Teacher Student Relationship, Student Adjustment
Conroy, Maureen A.; Sutherland, Kevin S.; Vo, Abigail K.; Carr, Staci; Ogston, Paula L. – Grantee Submission, 2014
This investigation examined the effects of a classroom-based intervention, Behavioral, Emotional, and Social Training: Competent Learners Achieving School Success (BEST in CLASS), on teacher behaviors and child outcomes in early childhood classrooms. First, we examined the effects of professional development training and practice-based coaching…
Descriptors: Teaching Methods, Intervention, Preschool Teachers, Early Childhood Education
Upshur, Carole; Wenz-Gross, Melodie; Reed, George – Early Childhood Research Quarterly, 2009
This study reports the findings of a pilot demonstration project called Together for Kids, which used a mental health consultation model to address the needs of young children with challenging behaviors who are identified in preschool classrooms. The study was conducted in four preschool programs and one Head Start program serving children ages…
Descriptors: Behavior Problems, Intervention, Disadvantaged Youth, Child Behavior
Peters-Scheffer, Nienke; Didden, Robert; Mulders, Monique; Korzilius, Hubert – Research in Developmental Disabilities: A Multidisciplinary Journal, 2010
This study evaluated the effectiveness of low intensity behavioral treatment (on average 6.5h per week) supplementing preschool services in 3-6-year-old children with autism spectrum disorder and severe to mild intellectual disability. Treatment was implemented in preschools (i.e., daycare centers) and a discrete trial teaching approach was used.…
Descriptors: Severe Mental Retardation, Autism, Program Effectiveness, Behavior Modification
Greenberg, Polly – Early Childhood Today, 2004
Teachers of young children are concerned about biting. While it is unusual for a preschooler to bite, biting is still within the range of normal behaviors a 3- or 4-year-old may exhibit. Children at this young age have neither sophisticated language nor refined social skills, so they tend to express their wants physically. This article discusses…
Descriptors: Preschool Children, Child Behavior, Antisocial Behavior, Preschool Teachers
Hines, Elizabeth; Simonsen, Brandi – Beyond Behavior, 2008
Autism is a developmental disability that manifests as impairment in three primary areas: social interaction, communication and imaginative activities, and reactions to environmental stimuli. The appearance of autism spectrum disorder ranges from children who are very low functioning, nonverbal, stimulus seeking, aggressive, antisocial, and…
Descriptors: Autism, Developmental Disabilities, Interpersonal Relationship, Interaction
Filcheck, Holly A.; McNeil, Cheryl B. – Journal of Early and Intensive Behavior Intervention, 2004
Behavior problems are increasing in frequency among preschool children. Thus, preschool teachers must be prepared to manage the increasing disruptive behaviors exhibited in their classrooms. Because positive behavioral management strategies are accepted by teachers and have been proven effective, token economies may be promising interventions to…
Descriptors: Behavior Problems, Preschool Children, Token Economy, Preschool Teachers
